World History 7 - Edison · Assessment Check Points 6.2.8.B.3.a ... Resources: World History, Chapter 5, Lesson 1 ... World History 7 6 Unit V.3:

PUBLIC SCHOOLS OF EDISON TOWNSHIP

DIVISION OF CURRICULUM AND INSTRUCTION

World History 7

Length of Course: Term

Elective/Required: Required

Schools: Middle Schools

Eligibility: Grades 7

Credit Value: N/A

Date Approved: September 30, 2013

World History 7

TABLE OF CONTENTS

STATEMENT OF PURPOSE 3 Unit V: The Roman World 4

Unit VI: Islamic and African Civilizations 10 Unit VII: Empires of Asia and the Americas 18 Unit VIII: Renewal in Europe 21

Unit IX: Science and Exploration 33

Unit VIII: Enlightenment and Revolution 36

Modifications will be made to accommodate IEP mandates for classified students.

World History 7 3

STATEMENT OF PURPOSE

The seventh grade World History course is entitled “Medieval and Early Modern Eras” and essentially picks up where the sixth grade “Ancient World” course ends. The course features eleven distinct units, covering Rome, the Islamic world, early African civilizations, China, Japan, the early Americas, the Middle Ages, Renaissance and Reformation, Exploration, and the Enlightenment. Four recurring themes will steer the coverage of this curriculum content. Students will focus on the pivotal role of Geography, the nature of government structures and power allocation, how religious beliefs affect the way people live, and how science, technology, and economics alter the patterns of daily life. The course will also hone the essential skills that reside at the heart of the social studies discipline. As part of the Common Core prescription and district initiatives, a heavy emphasis will be placed on reading and writing. Several times each quarter, for example, students will undertake essay assignments that often require the close reading of a complex primary source and always spring from the themes mentioned above. These reading and writing skills-along with the ability to leverage curriculum content--will be formally assessed several times each year in department created “Benchmark” assessments. More broadly, referenced throughout the guide are other skills endorsed by the newest state standards, the Common Core, and the Partnership for 21st Century Skills. In each unit, for instance, students will be asked to compare present and past events, using history as a guide for interpreting today’s world. This guide has been aligned to the 2009 state standards and the relevant Common Core standards. There are references throughout to “6.2 World History/Global Studies”, “6.3 Active Citizenship in the 21st Century”, “8.1 Educational Technology”, and also to CCSS.ELA-Literacy. 6-8.1-10 and CCSS.ELA-Literacy.WHST.6-8.1-10.

World History 7 4

Unit V.1: The Roman World: Geography and the Rise of Rome Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies and 8.1: Education Technology Unit Objectives/Conceptual Understandings: After changing from a republic to an empire, Rome grew politically and economically, and developed a culture that influenced later civilizations. Essential Questions: How did Rome become the dominant power in the Mediterranean region? Unit Assessment: Students will demonstrate an understanding of how internal and external factors can lead to a decline of a civilization, and evaluate the degree to which these factors are operating in the world today.

Core Content Objectives Instructional Actions

Cumulative Progress Indicators

Concepts What students will know.

Skills What students will be

able to do

Activities/Strategies Technology Implementations/ Interdisciplinary Connections

Assessment Check Points

6.2.8.B.3.a 6.2.8.A.3.c 6.2.8.A.3.e 8.1.8.A.5 CCSS RH 6-8.1-10

The geography of Italy made land travel difficult but helped the Romans prosper.

Ancient historians were very interested in Rome’s legendary history.

Once a monarchy, the Romans created a republic.

Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.

Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated information.

Compare and contrast differing interpretations of current and historical events.

With an outline map, locate Rome, the Latium Plane, the Apennine Mountains, and the Tiber River.

Write a letter to the editor of a Roman newspaper in the voice of Cincinnatus explaining why he wanted to give up his position as dictator.

Quizzes

Essays

Tests with both objective portions and open ended writing prompts listed in this guide’s Appendix

Projects involving research, reading, writing, and presenting

Resources: World History, Chapter 5, Lesson 1

Instructional Adjustments: Use of previews and reading strategies to introduce lessons and objectives. Use of summaries to review and reinforce concepts learned. I.E.P. and 504’s

World History 7 5

Unit V.2: The Roman World: Government and Society Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies and 8.1: Education Technology Unit Objectives/Conceptual Understandings: After changing from a republic to an empire, Rome grew politically and economically, and developed a culture that influenced later civilizations. Essential Questions: How did Rome become the dominant power in the Mediterranean region? Unit Assessment: Students will demonstrate an understanding of how internal and external factors can lead to a decline of a civilization, and evaluate the degree to which these factors are operating in the world today.





able to do



6.2.8.D.3.a 6.2.8.A.3.a 6.2.8.A.3.b 6.2.8.A.3.c 6.2.8.A.3.e 8.1.8.A.3 CCSS RH 6-8.1-10

Roman government was made up of three parts that worked together to run the city.

Written laws helped keep order in Rome.

The Roman Forum was the heart of Roman society.

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Explain how major events are related to one another in time.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Write a short skit in which a citizen of Rome meets a citizen of the modern day United States and the two describe political rights and duties.

Prepare an argument explaining whether or not you would approve of the Roman government, if you lived during that time period.

Imagine you work for a video game company that wants to create a new game called Roman Forum. Write a description of the characters and events you plan to include in the game.

Quizzes

Essays





World History 7 6

Unit V.3: The Roman World: The Late Republic Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies Unit Objectives/Conceptual Understandings: After changing from a republic to an empire, Rome grew politically and economically, and developed a culture that influenced later civilizations. Essential Questions: How did Rome become the dominant power in the Mediterranean region? Unit Assessment: Students will demonstrate an understanding of how internal and external factors can lead to a decline of a civilization, and evaluate the degree to which these factors are operating in the world today.





Able to do



6.2.8.A.3.a 6.2.8.A.3.b 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.C.3.a 6.2.8.C.3.c CCSS RH 6-8.1-10 CCSS WHST 6.8.1-10

The late republic period saw the growth of territory and trade.

Through wars, Rome grew beyond Italy.

Several crises struck the republic in its later years.

Analyze the relationship between a primary and secondary sources on the same topic.

Describe how a text presents information


Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

Design a coin for the late Roman Republic that commemorates a trend, such as the expansion of trade, or a person.

Draw a map chronicling the various invasions of Rome.

Write a journal entry from the point of view of Hannibal expressing his feelings about the events that led up the Battle of Zama.

Quizzes

Essays





World History 7 7

Unit V.4: The Roman World: From Republic to Empire Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies

Unit Objectives/Conceptual Understandings: After changing from a republic to an empire, Rome grew politically and economically, and developed a

culture that influenced later civilizations. Essential Questions: Why did the Roman Empire fall and what is its legacy?

Unit Assessment: Students will demonstrate an understanding of how internal and external factors can lead to a decline of a civilization, and evaluate the

degree to which these factors are operating in the world today.





able to do



6.2.8.A.3.a 6.2.8.A.3.e 6.2.8.C.3.c 6.2.8.C.3.a CCSS RH 6-8.1-10

Disorder in the Republic created an opportunity for Julius Caesar to gain power.

The Republic ended when Augustus became Rome’s first emperor.

The Roman Empire grew to control the entire Mediterranean world.

The Romans accomplished great things in science, engineering, architecture, art, literature, and law.


Describe how a text presents information.



Create a chart comparing Caesar and Octavian (Augustus).

Prepare a presentation describing the ways in which Roman genius has benefited the world. Give concrete examples. Include drawings and illustrations.

Use the Internet and other sources to learn more about how aqueduct bridges worked. Draw a diagram illustrating how they carried water to Roman cities.

Quizzes

Essays




Instructional Adjustments: Use of previews and reading

strategies to introduce lessons and objectives. Use of summaries to review and reinforce concepts learned. I.E.P. and 504’s

World History 7 8

Unit V.5: The Roman World: The Roman Empire and Religion Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies


culture that influenced later civilizations.

Essential Questions: Why did the Roman Empire fall and what is its legacy?

Unit Assessment: Students will demonstrate an understanding of how internal and external factors can lead to a decline of a civilization, and evaluate the

degree to which these factors are operating in the world today.





able to do



6.2.8.D.3.e 6.2.8.D.3.f CCSS RH 6-8.1-10

Despite its general religious tolerance, Rome came into conflict with the Jews.

A new religion, Christianity, grew out of Judaism.

Many considered Jesus of Nazareth to be the Messiah.

Christianity grew in popularity and eventually became the official religion of Rome.


Describe how a text presents information



Create a timeline that depicts the history presented in the lesson. Include illustrations or symbols to signify each event.

Imagine you are a newspaper reporter covering an event where Jesus is speaking to a large crowd. Create ten interview questions a reporter might ask a person in the crowd.

Read the primary source on page 337. Write a paragraph explaining Paul’s message and why his message would appeal to the Roman people.

Quizzes

Essays






World History 7 9

Unit V.6: The Roman World: The End of an Empire Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies


culture that influenced later civilizations.

Essential Questions: Why did the Roman Empire fall and what is its legacy?

Unit Assessment: Based on the material in this chapter, the students will demonstrate an understanding of how internal and external factors can lead to a

decline of a civilization, and evaluate the degree to which these factors are operating in the world today.





able to do



6.2.8.D.2.c 6.2.8.D.3.c 6.2.8.A.3.a 6.2.8.D.3.c 6.2.8.B.4.a 8.1.8.A.3 CCSS RH 6-8.1-10 CCSS WHST 6.8.1-10

Many problems threatened the Roman Empire, leading one emperor to divide it in half.

Rome declined as a result of invasions and political and economic problems.

In the eastern empire, people created a new society and religious traditions that were very different from those in the west.





Categorize the problems of the Roman Empire by creating a chart with the following labels: Internal Problems, External Problems and Invasions.

Draw a map of the Byzantine Empire and write a corresponding paragraph that details how Constantinople’s location made it a center of business and trade.

Conduct a debate between supporters of Diocletian, who wanted the empire to remain divided and supporters of Constantine, who want to reunite the empire.

Quizzes

Essays






World History 7 10

Unit VI.1: Islamic and African Civilizations: The Roots of Islam Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies

Unit Objectives/Conceptual Understandings: A Muslim Empire was created on the Arabian Peninsula and spread to lands throughout the world.

Essential Questions: How were Muslim leaders able to spread Islam and create an empire?

Unit Assessment: Students will demonstrate an understanding of various factors influencing the development of Islam.





able to do



6.2.8.B.4.a 6.2.8.B.4.d 6.2.8.B.4.b 6.2.8.D.4.c CCSS RH 6-8.1-10

Arabia is mostly a desert land, where two ways of life, nomadic and sedentary, developed.

A new religion called Islam, founded by Muhammad, spread throughout Arabia in the 600s. .

Construct timelines of the events occurring during major eras.

Determine the central ideas or information of a primary source


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Create an inventory of what class members wear to the beach. Compare that list to what would be functional in a desert environment.

Invent a vehicle suited for desert travel. Compare the features of this vehicle to those of a camel.

Ask students to discuss where they have traveled and the reasons why. Compare to a religious pilgrimage.

Quizzes

Essays





strategies to introduce lessons and objectives. Use of summaries to review and reinforce concepts learned. I.E.P. ‘s and 504’s.

World History 7 11

Unit VI.2: Islamic and African Civilizations: Islamic Beliefs and Practices Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies








able to do



6.2.8.D.3.e 6.2.8.D.4.b 6.2.8.D.4.c CCSS RH 6-8.1-10

The Qur’an guides Muslims’ lives.

The Sunnah tells Muslims of important duties expected of them.

Islamic law is based on the Qur’an and the Sunnah.




Create a poster highlighting the central tenets of the Muslim faith.

Write a diary entry from the point of view of a young, Muslim boy. Explain a typical day in his life, including information from the text.

Use the internet or other library sources to research how Muslims observe Ramadan and the three day celebration of ‘Eid ul-Fitr.

Quizzes

Essays




Instructional Adjustments: Use of previews and reading strategies to introduce lessons and objectives. Use of summaries to review and reinforce concepts learned. I.E.P. ‘s and 504’s.

World History 7 12

Unit VI.3: Islamic and African Civilizations: Islamic Empires Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies








able to do



6.2.8.A.4.a 6.2.8.B.4.b 6.2.8.B.4.d 6.2.8.C.4.b 6.2.8.D.4.b 6.2.8.D.4.c CCSS RH 6-8.1-10

Muslim armies conquered many lands into which Islam slowly spread.

Trade helped Islam spread into new areas.

Three Muslim empires ruled large areas of Asia and Africa and parts of Europe from the 1400s to the 1800s.

Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.


Draw evidence from literary or informational texts to support analysis.

Think about the term, “cultural blending”. Create a list of items that are from other cultures. Share lists and relate to the blending of Arabic and other cultures as Islam spread.

Write a skit where a Sunni and a Shiite meet to discuss their differences.

Create a chart comparing the Ottoman, Safavid, and Mughal Empires.

Quizzes

Essays





strategies to introduce lessons and objectives. Use of summaries to review and reinforce concepts learned. I.E.P.‘s and 504’s.

World History 7 13

Unit VI.4: Islamic and African Civilizations: Cultural Achievements Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies








able to do



6.2.8.C.4.b 6.2.8.C.4.e 6.2.8.D.4.j CCSS RH 6-8.1-10 CCSS WHST 6.8.1-10

Muslim scholars made lasting contributions to the fields of science and philosophy.

In literature and the arts, Muslim achievements included beautiful poetry, memorable short stories, and splendid architecture.

Determine the central ideas or information of a primary or secondary source; provide an accurate complete summary of the source distinct from prior knowledge or opinions.

Identify key steps in a text’s description of a process related to history/ social studies

Write a paragraph responding to the statement: Islam’s biggest impact was cultural.

Create a “New and Improved” print advertisement promoting one of the Muslim advances in math or science. Focus on how the advance helps people or improves their lives.

Design a web page featuring the Muslim achievements in the areas of math, science, philosophy, literature and the arts.

Quizzes

Essays





strategies to introduce lessons and objectives. Use of summaries to review and reinforce concepts learned. I.E.P. ‘s and 504’s.

World History 7 14

Unit VI.5: Islamic and African Civilizations: Geography and Early Africa Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies

Unit Objectives/Conceptual Understandings: Powerful West African kingdoms developed as a result of their control of the gold and salt trade.

Essential Questions: What factors shaped early African civilizations?

Unit Assessment: Students will demonstrate an understanding as to how trade connects different regions of the world.





able to do



6.2.8.B.4.a 6.2.8.C.4.a 6.2.8.C.4.d CCSS RH 6-8.1-10

Landforms, climate, and resources affected the history of West Africa.

The way of life of early peoples in West Africa was shaped by family ties, religion, iron technology, and trade.


Determine the central ideas or information of a primary source



Use a map of Africa to compare the modern countries and list the different climate zones for each.

Describe how the typical modern United States family interacts over the course of a normal day. Compare this to family life in West Africa.

Study the “Crossing the Sahara” feature on pages 384 and 385. Write and illustrate a travelogue detailing the journey of a caravan across the Sahara.

Quizzes

Essays




Instructional Adjustments: Use of previews and reading strategies to introduce lessons and objectives. Use of summaries to review and reinforce concepts learned. I.E.P.’s and 504’s.

World History 7 15

Unit VI.6: Islamic and African Civilizations: The Empire of Ghana Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies

Unit Objectives/Conceptual Understandings: Powerful West African kingdoms developed as a result of their control of the gold and salt trade.







able to do



6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.C.4.d 8.1.8.A.5 CCSS RH 6-8.1-10

Ghana controlled trade and became wealthy.

Through its control of trade, Ghana built an empire.

Ghana’s decline was caused by attacking invaders, overgrazing, and the loss of trade.





Use the Internet to find the current prices of gold and salt. Create a bar graph representing the information and determine the comparative values.

Prepare a list of items student have at home that are imported from other countries. Create a global map of trade, delineating where each good comes from.

Write a journal entry in the voice of a villager whose village was recently visited by Tunka Manin. Describe the king’s visit.

Quizzes

Essays





strategies to introduce lessons and objectives. Use of summaries to review and reinforce concepts learned. I.E.P.’s and 504’s.

World History 7 16

Unit VI.7: Islamic and African Civilizations: Later Empires Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies

Unit Objectives/Conceptual Understandings: Powerful West African Kingdoms developed as a result of their control of the gold and salt trade.







able to do



6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.C.4.d CCSS RH 6-8.1-10

The empire of Mali reached its height under the ruler, Mansa Musa, but the empire fell to invaders in the 1400s.

The Songhai built a new Islamic empire in West Africa, conquering many of the lands that were once part of Mali.

Great Ziimbabwe was a powerful state that developed in southern Africa.




Create a timeline of events occurring during the height of the Mali, Songhai and Zimbabwe Empires and in Europe during the same period.

Read the biography of Mansa Musa on page 395. Write a eulogy that could have been read at Mansa Musa’s funeral. Include one or two short accounts of interesting events from his life.

Construct a map illustrating the locations of all three West African empires.

Quizzes

Essays






World History 7 17

Unit VI.8: Islamic and African Civilizations: Historical and Artistic Traditions Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies

Unit Objectives/Conceptual Understandings: Powerful West African Kingdoms developed as a result of their control of the gold and salt trade.







able to do



6.2.8.B.4.a 6.2.8.D.4.a 6.2.8.D.4.j CCSS RH 6-8.1-10 CCSS WHST 6.8.1-10

West Africans have preserved their history through storytelling and the written accounts of visitors.

Through art, music, and dance, West Africans have expressed their creativity and kept alive their cultural traditions.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Identify key steps in a text’s description of a process related to history/social studies.


Share a story from your family’s history that is not written down, but passed from one generation to the next.

Use the internet or library resources to find a common proverb. Illustrate the proverb and write a one sentence description of its meaning.

Quizzes

Essays






World History 7 18

Unit VII.1: Empires of Asia and the Americas: Geography and Early Japan Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies and 8.1: Education Technology

Unit Objectives/Conceptual Understandings: The Asian civilization of Japan reached a golden age of art and literature during the Heian Period and later

developed a military based government.

Essential Questions: How did the Japanese blend borrowed customs and native traditions into a unique culture?

Unit Assessment: Students will demonstrate an understanding of various factors influencing the development of Japan.





able to do



6.2.8.B.3.a 6.2.8.D.3.f 6.2.8.B.4.f 8.1.8.A.5 CCSS RH 6-8.1-10

Geography shaped life in Japan.

Early Japanese society was organized in clans, which came to be ruled by an emperor.

Japan learned about language, society, and government from China and Korea.





Read internet sources on modern day Japan and compare to present day United States.

Create a cultural collage depicting various elements of modern day cultural exchange.

Write a paragraph explaining the advantages and disadvantages of Japan’s geography.

Quizzes

Essays






World History 7 19

Unit VII.2: Empires of Asia and the Americas: Art and Culture in Heian Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies









able to do



6.2.8.D.3.e 6.2.8.D.3.f 6.2.8.D.4.j CCSS RH 6-8.1-10

Japanese nobles created great art in their court at Heian.

Buddhism changed in Japan during the Heian period.

Select and use various geographic representations to compare information about people, places, regions, and environments.



Cite specific textual evidence to support analysis of primary sources.

Write a haiku poem.

Create a book jacket for the Tale of Genji. Include an illustration and a brief description of the book.

Use the internet or library resources to study examples of Zen Rock Gardens. Create a blueprint of an original Zen Rock Garden.

Quizzes

Essays






World History 7 20

Unit VII.3: Empires of Asia and the Americas: Growth of a Military Society Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies









able to do



6.2.8.A.4.a 6.2.8.A.4.b CCSS RH 6-8.1-10 CCSS WHST 6.8.1-10

Samurai and shoguns took over Japan as emperors lost influence.

Samurai warriors lived honorably.

Order broke down when the power of the shoguns was challenged by invaders and rebellions.

Strong leaders took over and reunified Japan.





Write a paragraph comparing the role of the military in medieval Japan and the U.S. today.

Write a journal entry from the point of view of Kublai Khan as he attempts to invade Japan.

Create a help wanted ad from the point of view of a daimyo looking for a samurai to employ.

Quizzes

Essays



Resources: World History, Chapter 15 Lesson 3

History Channel video clips on Samurai: The Way of the Warrior contain excellent segments about training, belief systems, decline, etc.



World History 7 21

Unit VIII.1: Renewal in Europe: Geography in Europe Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies

Unit Objectives/Conceptual Understandings: In Europe, after the fall of Rome, feudalism emerged as the new social order in which popes and kings

dominated society.

Essential Questions:

Unit Assessment: Students will demonstrate and understanding of Medieval society by comparing it to American society today.





able to do



6.2.8.B.4.a 6.2.8.B.4.b CCSS RH 6-8.1-10

The physical features of Europe vary widely from region to region.

Geography has shaped life in Europe, including where and how people live.



Develop and strengthen writing as needed by planning, revising, editing, rewriting.

Create a chart comparing the topography, climate, and ways of life of Southern Europe, Northern Europe, and Far Northern Europe.

Study the pictures on the top of pages 498 and 499 which reflect different regions in Europe. Write a paragraph explaining in which region of Europe you would most like to live and why.

Quizzes

Essays






World History 7 22

Unit VIII.2: Renewal in Europe: Europe after the Fall of Rome Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies


dominated society.

Essential Questions: How did life in Europe change after the fall of Rome?






Able to do



6.2.8.B.4.a 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.C.4.c CCSS RH 6-8.1-10

Christianity spread to northern Europe through the work of missionaries and monks.

The Franks, led by Charlemagne, created a huge Christian empire and brought together scholars from around Europe.

Invaders threatened much of Europe in the 700s and 800s.

Identify key steps in a text’s description of a process related to history.

Determine the meaning of words and phrases as they are used in a Text.


Create a chart listing Charlemagne’s achievements in the following three categories: Military, Cultural, and Religious.

Work with a group to determine a plan of defense to protect themselves from the threat of invaders.

Create a venn diagram comparing missionaries and monks.

Quizzes

Essays






World History 7 23

Unit VIII.3: Renewal in Europe: Feudalism and Manor Life Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies


dominated society.







Able to do



6.2.8.B.4.a 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.C.4.c CCSS RH 6-8.1-10

Feudalism governed how knights and nobles dealt with each other.

Feudalism spread through much of Europe.

The manor system dominated Europe’s economy.

Towns and trade grew and helped end the feudal system.

Identify key steps in a text’s description of a process related to history

Determine the meaning of words and phrases as they are used in a Text.


Read and discuss the Feudal Society diagram on page 507. Put students in groups of five and give each a role card with the name of a level on the pyramid. Groups silently race to line up in order of

most to least powerful. Write a clever facebook status for

William the Conqueror after his conquest of England.

Compare life on a manor and life in the town. Write a paragraph explaining where you would rather live and why.

Quizzes

Essays






World History 7 24

Unit VIII.4: Renewal in Europe: Feudal Societies Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies


dominated society.







able to do



6.2.8.D.4.f 6.2.8.A.4.b 6.2.8.D.4.j CCSS RH 6-8.1-10 CCSS WHST 6.8.1-10

Feudal societies shared common elements in Europe and Japan.

Europe and Japan differed in their cultural elements such as religion and art.





Role play a conversation between a knight and a Samurai in which they compare their way of life.

Write a job advertisement for a knight, “Wanted: Brave and Loyal Knights”. Include why a knight is needed and the requirements to fulfill the job.

Quizzes

Essays






World History 7 25

Unit VIII.5: Renewal in Europe: Popes and Kings Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies


dominated society.

Essential Questions: How did religion affect Europe’s political and social life during the later Middle Ages?






able to do



6.2.8.A.4.a 6.2.8.D.4.b 6.2.8.D.4.c CCSS RH 6-8.1-10

Popes and kings ruled Europe as spiritual and political leaders.

Popes fought for power, leading to a permanent split within the church.

Kings and popes clashed over some issues.




Role-play the conflict between Pope Gregory and King Henry.

Imagine you are a resident of medieval Constantinople. Create a political sign either supporting or opposing the excommunication of the bishop of Constantinople.

Read the primary sources on page 526. Write a paragraph explaining which person, Pope Gregory VII or Emperor Henry IV, has the better argument.

Quizzes

Essays





World History 7 26

Unit VIII.6: Renewal in Europe: The Crusades Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies


dominated society.







able to do



6.2.8.A.4.a 6.2.8.D.4.b 6.2.8.D.4.d CCSS RH 6-8.1-10

The pope called on Crusaders to invade the Holy Land.

Despite some initial success, the later Crusades failed.

The Crusades changed Europe forever.

Distinguish among fact, opinion, and reasoned judgment in a text.

Analyze the relationship between a primary and secondary source on the same topic.


Divide the class up in to all four Crusades. Have each group go up in front of the class and explain what each Crusade did.

Analyze the causes and effects of the Crusades. Use chart or have students generate their own.

Compare the map on page 531 to a modern day map of the same area.

Quizzes

Essays



Resources: World History, Chapter 18, Lesson 2 History Channel video clips on The Crusades.


World History 7 27

Unit VIII.7: Renewal in Europe: Christianity and Medieval Society Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies


dominated society.







Able to do



6.2.8.A.4.a 6.2.8.D.4.b 6.2.8.D.4.j CCSS RH 6-8.1-10

The Christian Church shaped both society and politics in medieval Europe.

Orders of monks and friars did not like the church’s political nature.

Church leaders helped build the first universities in Europe.

The church influenced the arts in medieval Europe.





Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Study the picture on pages 534-535. Explain how the picture depicts the wealth and power of the church.

Create a venn diagram comparing and contrasting monks and friars.

Sing and/or listen to the song, “Frere Jacques”. Explain its significance.

Quizzes

Essays






World History 7 28

Unit VIII.8: Renewal in Europe: Political and Social Change Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies


dominated society.







Able to do



6.2.8.D.4.e 6.2.8.D.4.f 6.2.8.A.4.c CCSS RH 6-8.1-10

Magna Carta caused changes in England’s government and legal system.

The Hundred Years’ War led to political changes in England and France.

The Black Death, which swept through Europe in the Middle Ages, led to social changes.






Write a paragraph explaining how the ideas presented in the Magna Carta influenced modern democracy. Use examples from the primary source on page 541.

Use the internet or library resources to research Joan of Arc. Use the information to create a facebook page detailing her life.

Read and/or recite the lyrics to the nursery rhyme, “Ring Around the Rosie”. Have a discussion as to why some scholars believe the nursery rhyme refers to the symptoms of the Black Death. Why might it not be a reference to the plague?

Quizzes

Essays






World History 7 29

Unit VIII.9: Renewal in Europe: Challenges to Church Authority Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies


dominated society.







able to do



6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d CCSS RH 6-8.1-10 CCSS WHST 6.8.1-10

The church reacted to challengers by punishing people who opposed its teachings.

Christians fought Moors in Spain and Portugal in an effort to drive all Muslims out of Europe.

Jews faced discrimination across Europe in the Middle Ages.

Distinguish among fact, opinion, and reasoned judgment in a text.

Analyze the relationship between a primary and secondary source on the same topic.


Create a chart with the following columns: Heretics, Moors, Jews. In each column, write a description of Christians’ reactions to that group.

Study the painting on page 549. Discuss with a partner the ways in which the artist portrays the feelings of the accused heretics.

Role-play a conversation between a Christian and a Jew living in Spain during the reign of King Ferdinand and Queen Isabella. How would each party react to the policies enacted by the monarchs?

Quizzes

Essays






World History 7 30

Unit VIII.10: Renewal in Europe: The Italian Renaissance Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies

Unit Objectives/Conceptual Understandings: The growth of wealthy trading cities in Italy led to a rebirth of the arts and learning called the Renaissance.

Efforts to reform the church led to changes in society.

Essential Questions: What political and economic changes led to the Renaissance?

Unit Assessment: Students will demonstrate an understanding of how new patterns of thought can influence the course of history and demonstrate how 14th

century changes helped influence modern art, science, institutions, and technology.





able to do



6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.C.4.c 6.2.8.C.4.e 6.2.8.D.4.j 6.2.8.D.4.c CCSS RH 6-8.1-10

Increased trade with Asia brought wealth to Italian trade cities, leading to the Renaissance.

Italian writers and artists contributed great works during the Renaissance.



Write an excerpt from Marco Polo’s travel journal.

Study the Greek and Latin Word Roots chart on page 556. Make a list of at least ten other words in the English language that use these word roots. Include their definitions.

Use the internet or library resources to analyze renaissance art works, especially the techniques of perspective and realism.

Quizzes

Essays






World History 7 31

Unit VIII.11: Renewal in Europe: The Renaissance Beyond Italy Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies

The growth of wealthy trading cities in Italy led to a rebirth of the arts and learning called the Renaissance. Efforts to reform the church led to changes in society.








able to do



6.2.8.D.4.j CCSS RH 6-8.1-10

During the Renaissance, advances in science and education were made.

New ideas from the Renaissance spread across Europe through the development of paper, printing, and new universities.



Preview text titles and pictures to formulate purpose-setting questions for text comprehension.

Create a medal or certificate honoring the printing press for its many achievements.

Create an advertisement for an art gallery that specializes in Northern Renaissance artwork. Include information about at least one artist that would likely be featured.

Quizzes

Essays






World History 7 32

Unit VIII.12: Renewal in Europe: The Reformation of Christianity Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies

The growth of wealthy trading cities in Italy led to a rebirth of the arts and learning called the Renaissance. Efforts to reform the church led to changes in society.








able to do



6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.j CCSS RH 6-8.1-10 CCSS WHST 6.8.1-10

Reformers called for change in the Catholic Church, but some broke away to from new churches.

The Catholic Reformation was an attempt to reform the church from within.

The political impact of the Reformation included religious wars and social change.




Gather relevant information from multiple print and digital sources, assess the credibility.

Create a “Nine Thesis” criticizing a modern-day topic such as popular culture, school policies or local government. Use the primary source on page 571 as a model.

Write a paragraph explaining how the printing press helped to bring about the cause and spread of the Reformation.

Discuss with a partner how religion, politics, and social change were connected during this time period.

.Quizzes

Essays



Resources: World History Chapter 19, Lesson 3



World History 7 33

Unit IX.1: Science and Exploration: The Scientific Revolution Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies

Unit Objectives/Conceptual Understandings: Europeans developed a new way of gaining knowledge, leading to a Scientific Revolution that changed the

way people thought about the world. European explorers brought knowledge, wealth, and influence to their countries.

Essential Questions: How did new ideas lead to exploration and cultural and economic changes?

Unit Assessment: Students will demonstrate an understanding of how new patterns of thought can influence the course of history.





able to do



6.2.8.D.4.b 6.2.8.D.4.j 8.1.8.A.5 8.1.8.A.3 CCSS RH 6-8.1-10

The Scientific Revolution marked the birth of modern science.

Discoveries and inventions helped scientists study the natural world.

The Scientific Revolution had broad effects on society, changing ideas about the physical world, human behavior, and religion.



Create a time line to place events of the scientific revolution in order.

Draw a diagram about how Ptolemy viewed the universe.

Write an obituary for one of the scientists of the time period. Include any accomplishments and hardships.

Quizzes

Essays






World History 7 34

Unit IX.2: Science and Exploration: Great Voyages of Discovery Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies




Unit Assessment: Students will demonstrate an understanding as to how new patterns of thought can influence the course of history.





able to do



6.2.8.A.4.a 6.2.8.B.4.b 6.2.8.C.4.b 6.2.8.D.4.j CCSS RH 6-8.1-10

Europeans had a desire and opportunity to explore in the 1400s and 1500s.

Portuguese and Spanish explorers discovered new trade routes, lands, and people.

The English and French claimed land in North America.




Write a postcard from one of the explorers to their family or friends back home. Include details about their voyage and an illustration of their current location.

Have students learn more about various explorers by creating 3 questions to research. Present information to class or small learning communities.

Locate/label designated areas on a map – Locate country of origin for each explorer, show route taken, and where each explored/settled.

Quizzes

Essays



Resources: World History , Chapter 20, Lesson 2

Make links to World History, Chapter 16 (The Early Americas)



World History 7 35

Unit IX.3: Science and Exploration: New Systems of Trade Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies




Unit Assessment: Students will demonstrate an understanding as to how new patterns of thought can influence the course of history.





able to do



6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.C.4.c 6.2.8.D.4.c 6.2.8.D.4.j CCSS RH 6-8.1-10

Europe, Asia, Africa, and the Americas exchanged plants, animals and ideas.

In the 1600s and 1700s, new trade patterns developed and power shifted in Europe.

Market economies changed business in Europe.





Work with a partner to role-play a conversation between trader and a banker in which the trader is seeking money to finance a trip.

Create chart that explaining the causes and effects of exploration.

Write a 20 word GIST highlighting the important information about trade and the economy presented in the lesson. Use the internet to create a wordle, or word cloud.

Quizzes

Essays




Make links to World History, Chapter 16 (The Early Americas)



World History 7 36

Unit X.1: Enlightenment and Revolution Targeted Standards: New Jersey State Standard 6.2: World History/Global Studies

Unit Objectives/Conceptual Understandings: Enlightenment thinkers built on ideas from earlier movements to emphasize the importance of reason,

which influenced the growth of democratic governments in Europe and America.

Essential Questions: What impact did the Enlightenment have in Europe and the Americas?

Unit Assessment: Students will demonstrate an understanding as to how Enlightenment ideas led to revolutions around the world.





able to do



6.2.8.C.4.b 6.2.8.C.4.e 6.2.8.D.4.b 6.2.8.D.4.j CCSS RH 6-8.1-10

The Enlightenment was also called the Age of Reason.

The Enlightenment’s roots can be traced back to earlier ideas.

New ideas came mainly from French and British thinkers.





Create a chart explaining how the following helped shape Enlightenment ideas: Greek and Roman philosophers, the Scientific Revolution, Christianity and the Renaissance and Reformation.

Imagine the personalities mentioned in the lesson gathered at a dinner party. Work with a group to role play a conversation that might have taken place.

Quizzes

Essays



World History 7 37

Unit X.1: Enlightenment and Revolution (con’t) Core Content Objectives Instructional Actions




able to do



6.2.8.A.4.a CCSS RH 6-8.1-10 CCSS WHST 6.8.1-10

The Enlightenment influenced some monarchies.

Enlightenment thinkers helped the growth of democratic ideas.

In America, the Enlightenment inspired a struggle for independence.





After reading the lesson, write an MVP (most valuable point) for each section.

Study the picture on pages 618 and 619. Write a paragraph explaining the importance of the ideas presented in the picture to the United States government.

Use the internet or library resources to gather more information about John Locke. Engage in small group debates either defending or supporting Locke’s arrest by the British government.

Quizzes

Essays




World History , Chapter 21, Lesson 2



World History 7 38

Appendix

Digital Citizenship Lessons

Lessons adopted from www.commonsensemedia.org

http://www.commonsensemedia.org/

World History 7 39

TABLE OF CONTENTS

Digital Citizenship Vision Statement 40

7.1 Oops! I Broadcast It on the Internet! 41

7.2 Rework, Reuse, Remix 42

7.3 Which me should I be? 43

https://docs.google.com/document/d/1PA8pllwzLgt7hQnLwcypEVTgo72X9bGv50BoSIM9Okk/edit#heading=h.st6ub8679suh

https://docs.google.com/document/d/1FdpOdPTr3WPWbBIPwxMM3vt4o59Oys2OOg2QwMA-gt8/edit#heading=h.yiyekqndkd4c

https://docs.google.com/document/d/1FdpOdPTr3WPWbBIPwxMM3vt4o59Oys2OOg2QwMA-gt8/edit#heading=h.t88jwfma80zz

https://docs.google.com/document/d/1FdpOdPTr3WPWbBIPwxMM3vt4o59Oys2OOg2QwMA-gt8/edit#heading=h.c6emw6inu47k

World History 7 40

Digital Citizenship Vision Statement

The Edison Public School District has demonstrated its commitment to being on the forefront of technology implementation. The District’s mission encourages students to make productive contributions to a diverse and constantly evolving global society. While transitioning to a 1:1 environment, the district also recognizes the need to teach our students how to be responsible Digital Citizens. Our priority is for all students receive digital citizenship and information literacy lessons within their middle school social studies class. The topics of Digital Identity, Rights, Literacy, Communication and Emotional Intelligence are at the core of this curriculum. Our school district has chosen to utilize Common Sense Media resources to educate our students, staff and families within our middle school community.

World History 7 41

7.1 Oops! I Broadcast It on the Internet!

Essential Questions: What are the consequences of oversharing online?

Digital Citizenship Topics: Digital Footprint and Reputation Unit Enduring Understandings: Students are introduced to the benefits of sharing information online and the potential risks of sharing inappropriate information. Students view one of two student vignette videos. Students then discuss, role-play, and offer solutions to an online privacy dilemma from the corresponding video discussion guide to demonstrate their understanding of the possible consequences of inappropriate sharing (oversharing). Implementation: October


Objectives

What students will know

Suggested Activities/ Strategies

Technology Implementations/ Interdisciplinary Connections

Common Core Connection Suggested Assessment

identify some of the benefits of sharing information online.

reflect on the risks of sharing inappropriate information (oversharing) online.

think critically about what they choose to post and share about themselves online

Oops! I Broadcast It on the Internet! RL.1, RL.2, RL.4, RL.10, RI.1, RI.2, RI.4, RI.8, RI.10, W.2a-f, W.4, W.6, SL.1a, SL.1b, SL.1c, SL.1d, SL.2, SL.3, SL.4, SL.6, L.4a, L.6

Oops! I Broadcast It on the Internet! Assessment

Resources

Common Sense Media

Instructional Adjustments

Use of previews and reading strategies to introduce lessons and objectives. Use of summaries to review and reinforce concepts learned. I.E.P.’s and 504’s

https://drive.google.com/a/edison.k12.nj.us/file/d/0B-a2QfctednnazFjcW9uaVI2U3c/view?usp=sharing

https://drive.google.com/a/edison.k12.nj.us/file/d/0B-a2QfctednnazFjcW9uaVI2U3c/view?usp=sharing

https://www.commonsensemedia.org/educators

World History 7 42

7.2 Rework, Reuse, Remix

Essential Questions: What rights do you have as a creator?

Digital Citizenship Topic: Information Literacy and Creative Credit & Copyright Unit Enduring Understandings: Students explore the concept of fair use, apply it to case studies, and create an original work of fair use. Students learn how to judge whether something is protected by fair use by using the Four Points of Fair Use Student Handout. They apply the four points of fair use to two case studies, a remixed video and a mashup song, to judge whether or not they fall under fair use. Students then create an original work of fair use by reworking copyrighted material to create a collage or a remix video."

Implementation: November


Objectives





identify some of the benefits of sharing information online.

reflect on the risks of sharing inappropriate information (oversharing) online.

think critically about what they choose to post and share about themselves online

Rework, Reuse, Remix RI.2, RI.3, RI.8, RI.10, W.6, SL.1a, SL.1b, SL.1c, SL.1d, SL.2, SL.5, SL.6, L.6

Rework, Reuse, Remix Assessment

Resources

Common Sense Media

Instructional Adjustments

Use of previews and reading strategies to introduce lessons and objectives. Use of summaries to review and reinforce concepts learned. I.E.P.’s and 504’s

https://drive.google.com/open?id=0B-a2QfctednnRG9QeFh5bzZhY3c

https://drive.google.com/open?id=0B-a2QfctednnRG9QeFh5bzZhY3c


World History 7 43

7.3 Which me should I be?

Essential Questions: What are the outcomes of presenting yourself in different ways online?

Digital Citizenship Topic: Self Image & Identity and Digital Footprint & Reputation Unit Enduring Understandings: Students learn that presenting themselves in different ways online carries both benefits and risks. Students first consider what it means to adopt a different identity online. Next, they watch the video, “Henry’s Story – Creating Online Identities,” and discuss their responses to the different ways Henry presents himself to others on the Internet. Students complete the Take a Stand Student Handout, where they explore the ethics of exaggerating, deceiving, or adopting a different identity online. They complete the lesson by reflecting on the choices they make when they present themselves in different ways online, and the benefits and risks involved in doing so. Implementation: December


Objectives





reflect on the benefits and risks of presenting their identities in different ways online.

evaluate – from an ethical point of view – the feelings, motivations, contexts, and possible outcomes associated with adopting different roles online.

judge whether certain ways people present themselves online are harmless or harmful.

Which me should I be? RI.2, RI.3, RI.8, RI.10, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.2, SL.6, L.6

Which me should I be? Assessment

Resources Common Sense Media

Instructional Adjustments Use of previews and reading strategies to introduce lessons and objectives. Use of summaries to review and reinforce concepts learned. I.E.P.’s and 504’s

https://drive.google.com/open?id=0B-a2QfctednnZ2NyN0RsZlJMb0U

https://drive.google.com/open?id=0B-a2QfctednnZ2NyN0RsZlJMb0U


Documents

World History 7 - Edison · Assessment Check Points 6.2.8.B.3.a ... Resources: World History, Chapter 5, Lesson 1 ... World History 7 6 Unit V.3: